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| Teacher Student Relationship | 3 |
| Young Children | 3 |
| Classroom Techniques | 2 |
| Montessori Method | 2 |
| Academic Achievement | 1 |
| Cognitive Style | 1 |
| Developmental Psychology | 1 |
| Developmentally Appropriate… | 1 |
| Discipline | 1 |
| Discipline Policy | 1 |
| Early Childhood Education | 1 |
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| NAMTA Journal | 3 |
Author
| Furman, Erna | 1 |
| Torff, Bruce | 1 |
| Zeman, Mary | 1 |
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| Journal Articles | 3 |
| Opinion Papers | 3 |
| Reports - Descriptive | 1 |
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Peer reviewedFurman, Erna – NAMTA Journal, 1993
Discusses ways in which the conscience of young children can be activated, anger can be mitigated, aggression can be mediated without guilt-producing punishment, and reparations can be made for wrongdoing. Also presents ways to prevent disciplinary problems from occurring. (MDM)
Descriptors: Classroom Techniques, Discipline, Discipline Policy, Early Childhood Education
Peer reviewedTorff, Bruce – NAMTA Journal, 1996
Claims that each educator must discover the potentials of the learner and build on the individual's specific assortment of strengths. Presents Howard Gardner's theory of multiple intelligences, with practical implications, emphasizing that the intelligences are integrated at the application level by activities and remain separate only at the…
Descriptors: Academic Achievement, Classroom Techniques, Cognitive Style, Educational Objectives
Peer reviewedZeman, Mary – NAMTA Journal, 1996
Defines "normalized school" and claims that faith in the child and courage to see the truth provide a firm foundation for any Montessori school community. Claims that in order for normalization to truly occur, adults in the community must be as concerned with the value and vitality of their own growth as they are for those of their…
Descriptors: Developmental Psychology, Developmentally Appropriate Practices, Educational Philosophy, Individual Development
